THE USE OF FICTION AND NONFICTION TEXT IN READING ...repositori.uin-alauddin.ac.id/13986/1/The Use...

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THE USE OF FICTION AND NONFICTION TEXT IN

READING COMPREHENSION (A COMPARATIVE

STUDY AT THE SECOND YEAR STUDENTS

OF SMAN 8 GOWA)

A Thesis

A Thesis

Submitted in Partial Fulfillment of the Requirement for the Degree of

Bachelor of Education in English Education Department of

Tarbiyah and Teacher Training Faculty of

UIN Alaudddin Makassar

By

ARSI HARUNA

Reg. Number 20400114024

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR

2019

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ACKNOWLEDGEMENTS

Alhamdulillahi Robbil Alamin. The researcher expresses her highest

gratitude to the almighty Allah SWT, who has given His blessing, mercy, health,

and inspiration to complete this thesis. Salam and Shalawat are due to the highly

chosen Prophet Muhammad saw, His families and followers until the end of the

world.

The researcher also considers that in writing this thesis, many people have

also contributed their valuable guidance, assistance, and advices for his

completion of this thesis, they are: the researcher’s beloved parents Alm. Haruna

Ali and Nurmiah Ahmad, they are the researcher’s biggest motivator to finish

this thesis. The other supporters are the researcher’s siblings, Hanna Haruna and

Muntasan Haruna for their prayer, financial, motivation and sacrificed for her

success, and their love sincerely and purely without time.

1. Prof. Dr. H. Musafir Pababbari, M.Si., as the Rector of Alauddin State

Islamic University of Makassar.

2. Dr. H. Muhammad Amri, Lc., M.Ag., the Dean of Tarbiyah and

Teaching Science Faculty of UIN Alauddin Makassar.

3. Dr. Kamsinah, M.Pd.I and Sitti Nurpahmi, S. Pd., M. Pd as the Head

and Secretary of English Education Department of Tarbiyah and Teaching

Science Faculty of UIN Alauddin Makassar.

4. Dr. H. M. Rusdi T, M. Ag as the first consultant and Dr. Hj. Mardiana,

M. Hum as the second consultant who have given their really valuable

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time, patience, support, assistance, advice and guidance for the researcher

during the writing process of this thesis.

5. Dr. Andi Kaharuddin, S. IP, M. Hum, Indah Fadilah Rahman,

S.Pd.I., M. Hum, and Nur Aliyah Nur, S.Pd.I., M.Pd for their

corrections and suggestions to help the researcher during the writing

process of this thesis.

6. The most profound thanks addressed to all the lecturers of English

Education Department and all the staffs of Tarbiyah and Teaching

Sciences faculty at Alauddin State Islamic University of Makassar for their

multitude of lesson, support and guidance during the researchers’ studies.

7. High and sincere appreciation to the Headmaster of SMAN 8 GOWA

Islamuddin Daud, S.Pd., M.Pd for the opportunity to do the research in

his school and special thanks to English Teacher of SMAN 8 GOWA St.

Rahmini., S.Ag and Rahmah Radjab., S.Pd.

8. The researcher’s other supporters Nurkhairat Amaliyah, Aulia Nurul

Adiyah, Nur Intan Natsir, Radhiyatul Jamilah, Nurkhalisa, and St.

Agustina who have given the researcher spirit, motivation, and comfort in

writing this thesis.

9. Special thanks to researcher’s beloved classmates in PBI 1 and PBI 2 and

all friends in PBI 2014 who could not be mentioned here. Thanks for

sincere friendship and assistance during the writing of this thesis

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10. All of the people the researcher could not mentioned one by one. The

researcher’s life is so blessed because God brought all those people to

researcher’s life.

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LIST OF CONTENTS

COVER PAGE ...................................................................................................... i

PERNYATAAN KEASLIAN SKRIPSI ............................................................. ii

PERSETUJUAN PEMBIMBING ..................................................................... iii

PENGESAHAN SKRIPSI .................................................................................. iv

ACKNOWLEDMENTS ...................................................................................... v

LIST OF CONTENTS ...................................................................................... viii

LIST OF TABLES ............................................................................................... x

LIST OF PICTURES .......................................................................................... xi

LIST OF APPENDICES ................................................................................... xii

ABSTRACT ....................................................................................................... xiii

CHAPTER I INTRODUCTION ..................................................................... 1

A. Background ........................................................................... 1

B. Problem Statements .............................................................. 5

C. Hypothesis ............................................................................. 5

D. Objectives of The Research .................................................. 6

E. Research Significances ......................................................... 6

F. Scope of Research ................................................................. 7

G. Operational Definition of Terms ........................................... 7

CHAPTER II REVIEW OF RELATED LITERATURE ............................... 8

A. Some Previous of Related Research Findings ...................... 8

B. Some Pertinent Ideas ........................................................... 10

1. Reading Comprehension ............................................... 10

2. Fiction and Nonfiction .................................................. 19

C. Conceptual Framework ....................................................... 25

CHAPTER III RESEARCH METHOD .......................................................... 26

A. Research Method ................................................................ 26

B. Subject of Research ............................................................. 26

C. Time and Place of Research ................................................ 28

D. Instrument ........................................................................... 28

E. Procedure of Collecting Data .............................................. 30

F. Technique of Analysis Data ................................................ 30

CHAPTER IV FINDINGS AND DISCUSSION ............................................. 33

A. Findings ............................................................................... 33

B. Discussion ........................................................................... 42

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CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusions ......................................................................... 44

B. Suggestions ......................................................................... 45

BIBLIOGRAPHY .............................................................................................. 46

APPENDICES .................................................................................................... 49

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LIST OF TABLES

Table 2.1 the Number of Population ................................................................. 26

Table 2.2 Analyzing Students’ Correct Answer ............................................... 29

Table 2.3 Answer Score of Each Item ............................................................... 30

Table 2.4 Classification of the Students’ Score ................................................ 31

Table 3.1 the Rate Percentage of Students’ Score in Fiction Test .................. 33

Table 3.2 the Rate Percentage of Students’ Score in Nonfiction Test ............ 34

Table 3.3 the Mean Score and Standard Deviation of Fiction and Nonfiction35

Table 3.4 Paired-Samples T-test ........................................................................ 35

Table 4.1 the Questionnaire Statistics of Students Reading Preference in

SMAN 8 Gowa ..................................................................................................... 36

Table 4.2 the Questionnaire Statistics of Students’ Book Genre Preference in

SMAN 8 Gowa ..................................................................................................... 37

Table 4.3 the Questionnaire Statistics of Students Purpose in Reading ........ 37

Table 4.4 the Questionnaire Statistics of Students Reason in Learning

English .................................................................................................................. 38

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LIST OF PICTURES

Picture 3.1 the Frequency of Students’ Preference in Reading Fiction and

Nonfiction ............................................................................................................. 38

Picture 3.2 the Percentage of Students Preference in Reading Fiction and

Nonfiction ............................................................................................................. 39

Picture 3.3 the Frequency of Students Preference in Book Genres................ 39

Picture 3.4 the Percentage of Students Preference in Book Genres ............... 40

Picture 3.5 the Frequency of Students Purpose in Reading ............................ 40

Picture 3.6 the Percentage of Students Purpose in Reading ........................... 41

Picture 3.7 the Frequency of Students Reason in Learning English .............. 41

Picture 3.8 the Percentage of Students Reason in Learning English ............. 42

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LIST OF APPENDICES

Appendix A the Raw Score of Students’ Reading Test in Fiction ................. 49

Appendix B the Raw Score of Students’ Reading Test in Nonfiction ........... 51

Appendix C the Percentage of Students’ Score in Fiction and Nonfiction ... 53

Appendix D the Mean Score of Fiction and Nonfiction .................................. 55

Appendix E Standard Deviation of Fiction and Nonfiction ........................... 57

Appendix F the Significant Difference ............................................................. 58

Appendix G Distribution of t ............................................................................ 59

Appendix H the Raw Score of Questionnaire .................................................. 61

Appendix I the Frequency of Questionnaire ................................................... 67

Appendix J the Percentage of Questionnaire .................................................. 71

Appendix K Fiction Reading Test .................................................................... 75

Appendix L Nonfiction Reading Test ............................................................... 78

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ABSTRACT

Name : Arsi Haruna

Reg. Number : 20400114024

Department : English Education

Faculty : Tarbiyah and Teaching Science

Title : The Use of Fiction and Nonfiction Text in Reading

Comprehension (A Comparative Study at the Second Year

Students of SMAN 8 Gowa)

Consultant I : Dr. H. M. Rusdi T, M.Ag.

Consultant II : Dr. Hj. Mardiana, M.Hum.

This research aimed to examine students reading comprehension and

interest of second year students of SMAN 8 Gowa.

The researcher used comparative design with two kinds reading involved.

They were fiction and nonfiction, which given to one group sample to find out

students’ reading comprehension. The samples of this research were 35 students

of second grade of SMAN 8 Gowa.

There were two instruments the researcher used in this research. They

were reading test and questionnaire. The reading test which consisted of 20

questions aimed to compare the students’ reading comprehension between fiction

and nonfiction, meanwhile the questionnaire was used to determine the students

reading preference and opinion about reading and English in general. The

questionnaire was also used to corroborate the data from the test.

The findings of this research showed that there is significant difference

between fiction and nonfiction in increasing students’ reading comprehension.

The mean score of students reading test in fiction was higher (70.77) than

nonfiction (52.74). The result was also supported by the percentage of

questionnaire showed that the students preferred fiction (85.71%) than nonfiction

(54.21%) as reading material.

Based on the research findings, the researcher concluded that giving

fiction as reading material to students will enhance students reading

comprehension more than nonfiction. The reason why the students preferred

fiction than nonfiction as reading material is fiction can stimulate the students to

read more due to being an authentic material and worked with students’

imagination. For further reason, fiction also enhances the ability to detect and

understand other people's emotions, so that the students could navigate their social

relationship in a better way.

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CHAPTER I

INTRODUCTION

A. Background

Reading is one of the skill with listening, speaking, and writing which the

students need to be mastered in language learning. The ability to read and to

extract meaning from text is a fundamental skill necessary for most forms of

personal learning, intellectual growth, and educational attainment (United Nations

Educational, Scientific and Cultural Organization, 2010). Yet many students

struggle with effectively comprehending what they read.

Learning to read well is a long-term developmental process. At the end

point, the proficient adult reader can read a variety of materials with ease and

interest, can read for varying purposes, and can read with comprehension even

when the material is neither easy to understand nor intrinsically interesting.

Reading is not a straightforward process of lifting the words off the page. It is a

complex problem-solving process in which the reader makes sense out of a text

not just from the words and sentences on the page, but from ideas, memories, and

knowledge evoked by those words and sentences as well as experience. The

process of reading deals with language form, while comprehension has to do with

the final result, which deals with the language content. Furthermore, reading

establishes a link between the writer and the reader. It involves the recognition of

words, phrases, and clauses, and in some respects, it can be considered a simpler

process than comprehension (He Ji Sheng, 2000).

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Conferring to Snow (2002), comprehension is the process of eliciting and

making meaning through interaction and involvement with written language.

McNamara and Magliano (2009) emphasized that this process is a task of both

reader and text factors that happen within a larger social context. Duke (2003)

stated that comprehension is a process in which readers make meaning by

interacting with text through the combination of prior knowledge and previous

experience, information in the text, and the views of readers related to the text.

Moreover, reading is a very first command Prophet Muhammad SAW

received from on High. The significance of this order is expressed in QS. Alaq

(verse 1-5) namely:

In the name of God, the Gracious, the

Merciful.

1. Read: In the Name of your Lord who

created.

2. Created man from a clot.

3. Read: And your Lord is the Most

Generous.

4. He who taught by the pen.

5. Taught man what he never knew.

One of the education problems in Indonesia is the lack of student‘s interest

in reading. This lack of interest induces to students‘ reading comprehension. The

students nowadays have a very low interest in reading. This is the teacher‘s duty

to find the solution to overcome this problem. One of the way to grab students‘

interest in reading is by giving the students the new materials of reading in the

class.

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Torgesen (1998) stated that 75% of children who were poor readers in the

3rd grade remained poor readers in the 9th grade and could not read well when

they became adults. Recent research and popular media provide conflicting

reports about whether the United States is facing a literacy crisis. The National

Endowment for the Arts, in 2004, proclaimed a serious decline in reading among

young people (as cited in Fialkoff). According to the study, since 1982, younger

adults (age 18 to 34) have shifted from being the group most likely to read to

being the group least likely to read; second only to those 65 and older.

The Reading at Risk study, issued in 2004 by the National Endowment for

the Arts (NEA), indicated that fewer than half of the adult population in the

United States read in their leisure time. The report also noted that barely more

than one-third of males read literature. Literature, as defined in the NEA study,

included novels, short stories, plays, and poetry. The study was widely criticized

by school librarians, professors, and academics for focusing only on this narrow

definition of literature. This study found that reading literature has declined

among all age groups, education levels, and ethnic groups by 14%. The study also

finds that the declines in leisure reading have civic, social, and economic

implications. American 15-year-olds ranked 15th in average reading scores for 31

industrialized nations, behind Poland, Korea, France, and Canada. Sunil Iyengar,

NEA Director of Research and Analysis, notes that the reading of literary declined

for both genders, among all education levels, and in almost all age groups.

Declines were steepest in young adults, accelerating at a greater rate than the

general population.

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Pursuing this further, Indonesia is the second-least literature nation in the

world in a list of 61 measurable countries based on The World‘s Most Literate

Nations. This study is conducted by Central Connecticut State University in New

Britain, Connecticut, United States and released in 2016. The World‘s Most

Literate Nations (WMLN) ranks nations on—not their populace‘s ability to read

but rather—their populace‘s literate behaviors and their supporting resources. The

rankings are based on five categories standing as indicators of the literate health

of nations: libraries, newspapers, education inputs and outputs, and computer

availability. This multidimensional approach to literacy speaks to the social,

economic, and governmental powers of nations around the globe.

Also, John W. Miller, president of Central Connecticut State University

explained that the factors they examined present a complex and nuanced portrait

of a nation‘s cultural vitality, and what the rankings strongly suggest and world

literacy demonstrates is that these kinds of literate behaviors were critical to the

success of individuals and nations in the knowledge-based economics that define

our global future.

The researcher found at the second year students‘ of SMAN 8 Gowa has

the same problem in reading. Most of the students in that class have low interest

when it comes to reading. They tend to read text fluently but miss the meaning, so

when they are asked to explain about what they have read, they are having

troubles to do it.

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Based on the description above, the researcher is inspired to conduct a

research with the title “The Use of Fiction and Nonfiction Text in Reading

Comprehension (A Comparative Study at the Second Year Students of SMAN 8

Gowa)”

B. Problem Statements

Based on the previous background, the researcher formulated the problem

statements:

1. Is there any significant difference between using fiction and nonfiction on

students‘ reading comprehension of SMAN 8 Gowa?

2. What is the students‘ preference in reading between fiction and nonfiction

at the second year students of SMAN 8 Gowa?

C. Hypothesis

To determine a clear direction toward the result of the research, it was

important to formulate hypothesis. The researcher used Two Tail Test of

comparative hypothesis with two sample which said:

H1: There is significant difference between using fiction and nonfiction on

students‘ reading comprehension of SMAN 8 Gowa.

H0: There is no significant difference between using fiction and nonfiction

on students‘ reading comprehension of SMAN 8 Gowa.

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D. Objectives of the Research

Based on the problem statements, the researcher framed the objective of

the research:

1. To find out whether there is the difference between using fiction and

nonfiction in reading comprehension of the second year students of

SMAN 8 Gowa or not.

2. The second objective was to determine the students‘ preference in reading

between fiction and nonfiction of the second year students of SMAN 8

Gowa at literal level.

E. Research Significances

1. Theoretical Significance

This research is expected to contribute several new information in

knowledge about authentic materials the teachers can use in teaching reading

at SMAN 8 Gowa.

2. Practical Significance

a. Significance for the teacher

This research is expected to increase teachers‘ creativity in teaching

reading so the teaching-learning process will be more varied.

b. Significance for the students

This research is expected to motivate students to read more in the future

c. Significance for the researcher

This research is expected to inspire the other researcher to do further

research about authentic materials that the teacher can use in teaching reading.

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F. Scope of Research

There are three levels of comprehension in reading: Literal, Inferential,

and Critical. This research focused on using fiction and nonfiction as reading

material to compare students reading comprehension in Literal level.

G. Operational Definition of Terms

1. Reading is a process which someone tries to identify, interpret, and build

perception from written or printed material, or reading is an interactive

process in which readers construct a meaningful representation of a text.

2. Fiction is a written work which made by someone based on imagination.

Fiction is a part of literature involves feeling and human sense. People read

fiction for pleasure. The elements of fiction bring the reader to an imaginative

worlds, enlarge our understanding of ourselves, and deepen our appreciation

of life.

3. Non-fiction is a written work that actually happened. Nonfiction presents

interesting details and information about something and have many

purposes— for example, to inform people some facts or to explain how

something occurred. All written works other than imaginative prose (fiction)

are considered nonfiction.

So from the three definitions above, the researcher concluded that reading

comprehension is the process of taking meaning from the text and making a

perspective of the material. Fiction and nonfiction is one of reading materials

based on the context. Fiction is a written work that made by someone based on

imagination meanwhile nonfiction is something that contains real fact.

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CHAPTHER II

REVIEW OF RELATED LITERATURE

A. Some Previous of Related Research Findings

Mandarani and Ermawati (2017) in Kajian Minat Membaca Siswa

terhadap Karya Sastra was in line with the view that the students enjoy literary

works such as story book and comic to fill their available time. She found that

maintaining enough books supply in the library was affecting the students‘

interest in reading in high amount.

Ardhani (2014) in her thesis The Influence of Fiction Collections of

Students’ Reading Interest in the Library of Maguwuharjo Islamic Senior High

School indicated that fiction collection in the school library has positive influence

and significance in students‘ reading interest. Thus, there should be more amount

of varied collections of book in the library in order to stimulate the students‘

interest in reading to be higher than before.

Teppo (2013) in her research Prose Fiction in The English Classroom:

Perceptions of IB Students found that prose fiction is useful in language learning

as it covers so many areas of language learning. It helped with both written and

spoken skills such as vocabulary, sentence structures and fluency.

Morley, (2007) in The Cambridge Introduction to Creative Writing

pointed out that reading works of literature, such as novels, short stories, and

poems, is the reason behind the wish of many individuals to become a writer.

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Ruhl (2005) in her thesis with the title Student Engagement in Nonfiction

Reading found that three-step intervention was successful in improving students‘

exposure, attitude, literacy skills, and reading engagement by using nonfiction as

teaching material in the classroom.

Arıoğul, (2001) in The Teaching of Reading through Short Stories in

Advanced Classes stated that the inclusion of short fiction in the ESL/EFL

curriculum offers several educational benefits such as enlarges the advanced level

readers‘ worldviews about different cultures and different groups of people;

provides more creative, encrypt, challenging texts that require personal

exploration supported with prior knowledge for advanced level reader; motivates

learners to read due to being an authentic material, etc.

Stern (2001) in An Integrated Approach to Literature in ESL/EFL has also

supported the view that literature as a subject matter can be displayed by the

students in their demonstration of original thinking, interpretation or analysis all

of which may have evolved from or have been inspired by the literary works they

have read.

Appley (1988) in the research The Effectiveness of Fiction versus

Nonfiction in Teaching Reading to ESL Students quantified that the significant

improvement both groups gained in the areas of overall language proficiency and

reading comprehension further endorses the effectiveness of the reading skills

approach regardless of whether fiction or nonfiction is used as the reading

material. This study suggested that readers can improve their skills whether they

are taught with fiction or nonfiction. It is true that the fiction group did not show

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significant improvement on the Reading Comprehension Test in the area of

understanding main ideas whereas the nonfiction group did. On the other hand,

the nonfiction group did not show significant improvement in understanding

direct statements whereas the fiction group did. Thus, no one material was shown

to be significantly better than the other.

B. Some Pertinent Ideas

1. Reading Comprehension

a. Definitions of Reading Comprehension

Reading comprehension is the process of making meaning from text. The

goal, therefore, is to gain an overall understanding of what is described in the text

rather than to obtain meaning from isolated words or sentences (Woolley, 2011).

Duke (2003) stated that comprehension is a process in which readers make

meaning by interacting with text through the combination of prior knowledge and

previous experience, information in the text, and the views of readers related to

the text.

Snow (2002) defined reading comprehension as the process of

simultaneously extracting and constructing meaning through interaction and

involvement with written language. We use the words extracting and constructing

to emphasize both the importance and the insufficiency of the text as a

determinant of reading comprehension.

Successful reader can also read for thorough comprehension. This means

they read to understand the total meaning of a passage. This kind of reading is

often done in academic and other settings where complete comprehension is

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necessary. (Mardiana & Sarjan, 2017). Furthermore, Snow (2002) explained that

Comprehension entails three elements:

1) The Reader

To comprehend, a reader must have a wide range of capacities and

abilities. These include cognitive capacities (e.g., attention, memory, critical

analytic ability, inferencing, visualization ability), motivation (a purpose for

reading, an interest in the content being read, self-efficacy as a reader), and

various types of knowledge (vocabulary, domain and topic knowledge,

linguistic and discourse knowledge, knowledge of specific comprehension

strategies). Of course, the specific cognitive, motivational, and linguistic

capacities and the knowledge base called on in any act of reading

comprehension depend on the texts in use and the specific activity in which

one is engaged.

As a reader begins to read and completes whatever activity is at hand,

some of the knowledge and capabilities of the reader change. For example, a

reader might increase domain knowledge during reading. Similarly,

vocabulary, linguistic, or discourse knowledge might increase. Fluency could

also increase as a function of the additional practice in reading. Motivational

factors, such as self-concept or interest in the topic, might change in either a

positive or a negative direction during a successful or an unsuccessful reading

experience.

2) The Text

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The features of text have a large effect on comprehension. Comprehension

does not occur by simply extracting meaning from text. During reading, the

reader constructs different representations of the text that are important for

comprehension. These representations include, for example, the surface code

(the exact wording of the text), the text base (idea units representing the

meaning), and a representation of the mental models embedded in the text.

The proliferation of computers and electronic text has led us to broaden the

definition of text to include electronic text and multimedia documents in

addition to conventional print. Electronic text can present particular challenges

to comprehension, such as dealing with the non-linear nature of hypertext, but

it also offers the potential for supporting the comprehension of complex texts,

for example, through hyperlinks to definitions or translations of difficult

words or to paraphrasing of complex sentences.

Snow (2002) also explained that texts can be difficult or easy, depending

on factors inherent in the text, on the relationship between the text and the

knowledge and abilities of the reader, and on the activities in which the reader

is engaged. For example, the content presented in the text has a critical

bearing on reading comprehension. A reader‘s domain knowledge interacts

with the content of the text in comprehension. In addition to content, the

vocabulary load of the text and its linguistic structure, discourse style, and

genre also interact with the reader‘s knowledge. When too many of these

factors are not matched to a reader‘s knowledge and experience, the text may

be too difficult for optimal comprehension to occur.

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3) The Activity

Reading does not occur in a vacuum. It is done for a purpose, to achieve

some end. Activity refers to this dimension of reading. A reading activity

involves one or more purposes, some operations to process the text at hand,

and the consequences of performing the activity. Prior to reading, a reader has

a purpose, which can be either externally imposed (e.g., completing a class

assignment) or internally generated (wanting to program a VCR). The purpose

is influenced by a cluster of motivational variables, including interest and

prior knowledge. The initial purposes can change as the reader reads. That is,

a reader might encounter information that raises new questions that make the

original purpose either incomplete or irrelevant.

When the purpose is externally mandated, as in instruction, the reader

might accept the purpose and complete the activity; for example, if the

assignment is ―read a paragraph in order to write a summary,‖ the compliant

student will accept that purpose and engage in reading operations designed to

address it. If the reader does not fully accept the mandated purpose, internally

generated purposes may conflict with the externally mandated purpose. Such

conflicts may lead to incomplete comprehension. For example, if students fail

to see the relevance of an assignment, they may not read purposively, thus

compromising their comprehension of the text. During reading, the reader

processes the text with regard to the purpose. Processing the text involves,

beyond decoding, higher-level linguistic and semantic processing and

monitoring. Each process is more or less important in different types of

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reading, including skimming (getting only the gist of text) and studying

(reading text with the intent of retaining the information for a period of time).

Moreover, the consequences of reading are part of the activity. Some

reading activities lead to an increase in the knowledge a reader has. For example,

reading the historical novel Andersonville may increase the reader‘s knowledge

about the U.S. Civil War, even though the reader‘s initial purpose may have been

enjoyment. The American history major who reads an assigned text about the

Civil War may experience similar consequences, although the reading activity

was undertaken for the explicit purpose of learning. Another consequence of

reading activities is finding out how to do something. These application

consequences are often related to the goal of the reader. Repairing a bicycle or

preparing bouillabaisse from a recipe are examples of applications. As with

knowledge consequences, application consequences may or may not be related to

the original purposes.

Finally, Snow (2002) stated that other reading activities have engagement

as their consequences. Reading the latest Tom Clancy novel might keep the reader

involved while on vacation at the beach. We are not suggesting, however, that

engagement occurs only with fiction. Good comprehenders can be engaged in

many different types of text. Knowledge, application, and engagement can be

viewed as direct consequences of the reading activity. Activities may also have

other, longer-term consequences. Any knowledge (or application) acquired during

reading for enjoyment also becomes part of the knowledge that a reader brings to

the next reading experience. Learning new vocabulary, acquiring incidental

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knowledge about Civil War battles or bouillabaisse ingredients, or discovering a

new interest might all be consequences of reading with comprehension.

b. Reading Comprehension Levels

As stated by Caballero (2013), there are three levels of comprehension in

reading. They are Literal, Inferential, and Critical.

Literal comprehension is the first level. Literal or what is actually stated.

Comprehension at this level concerned with facts and surface understanding only.

The reader needs to understand ideas and information explicitly stated in the

reading material. Some of this information is in the form of recognizing and

recalling facts, identifying the main idea, supporting details, categorizing,

outlining, and summarizing. The reader is also locating information, using context

clues to supply meaning, following specific directions, following a sequence,

identifying stated conclusion, and identifying explicitly stated relationships and

organizational patterns. These organizational patterns can include cause and effect

as well as comparison and contrast.

Tests in this category are objective tests with true or false, multiple choice

and fill-in-the-blank questions. Common questions used to elicit this type of

thinking are who, what, when and where.

The second level is Inferential. This stage focuses on what is implied or

meant, rather than what is actually stated. It includes drawing inferences, tapping

into prior knowledge or experience, attaching new learning to old information,

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making logical leaps and educated guesses, and reading between the lines to

determine what is meant by what is stated.

Students need to be able to see relationships among ideas, for example

how ideas go together and also see the implied meanings of these ideas. It is also

obvious that before our students can do this, they have to first understand the

ideas that are stated (literal comprehension). Tests in this category are subjective,

and the types of questions asked are open-ended, thought-provoking questions

like why, what if, and how.

The third level of comprehension is Critical reading whereby ideas and

information are evaluated. Critical evaluation occurs only after our students have

understood the ideas and information that the writer has presented. This high level

of comprehension requires the students to use some external criteria from their

own experience in order to evaluate the quality, values of the writing, the author‘s

reasoning, simplifications, and generalizations. The students will react

emotionally and intellectually with the material. Because everyone's life

experiences are varied, answers to some of the following questions will be also

different from student A and student B.

In the same way Yahya and Hashim (2013) explained about

comprehension levels, there were six skills that were selected for the literal

comprehension, five skills for the inferential comprehension and four skills in the

critical-creative comprehension categories. The literal (L) comprehension refers to

the memorization of facts in the reading texts. Students were required to identify

and memorize the subject which was discussed by the writer explicitly in the text

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and in the excerpt. In other words, the literal comprehension involved students‘

ability to obtain the overt information from the texts. The focused skills involved

were as the following:

1) L1 Identifying the meaning of a word, a phrase or a sentence: students are

required to give the meaning of the word, phrase or sentence which is

present in the text explicitly.

2) L2 Identifying the main idea: students are able to identify the main idea,

theme or moral which are stated explicitly in the text or excerpt.

3) L3 Identifying the important point: students are required to trace

information about the name of a person, time or background of an event

which is written explicitly in the text.

4) L4 Making comparison: students are required to find similarities or

differences and to make comparisons between two things such as

character, time, location, facilities or events which are stated explicitly in

the text.

5) L5 Identifying the cause-effect: students are required to identify reasons or

the root of an event, attitude, character or story which are stated explicitly

in the text.

6) L6 Identifying the sequence of ideas/events: students are required to

identify the sequence of certain ideas, events or attitudes which are stated

explicitly in the text.

Furthermore, Yahya and Hashim explained the inferential (IF)

comprehension refers to the ability of students interpreting meaning. Students are

18

able to summarize, interpret, and make a generalization, a conclusion and a

prediction. Apart from that, the inferential comprehension needs the high level

thinking as the questions involve answers which are not explicitly stated in the

text. The inferential comprehension skills include the following:

1) IF1 Interpreting the main idea: students are required to give the main idea,

theme or moral in a text or excerpt which is not stated explicitly.

2) IF2 Interpreting the important point: students are required to interpret the

content or important information about someone, time or event that is not

explicitly stated in the text. Students need to interpret or predict certain

thing or event which occurs before or after in a story.

3) IF3 Interpreting comparison: students are required to interpret similarities

and differences in character, time, place, idea or event (example: male and

female, then and now, here and there) which are not compared explicitly in

the text.

4) IF4 Interpreting cause-effect: students are required to interpret reasons or

effects about a motive for attitude, action or event which are stated

explicitly in the text.

5) IF5 Making a conclusion: students are required to make a conclusion

about a character, event, action, idea or opinion in the text. The conclusion

is not given explicitly in the text but students need to make their own

interpretation based on the explicit information in the text.

The critical-creative (C) comprehension integrates the students‘ ability to

do overall evaluation towards a certain information or idea which is read, make a

19

conclusion about the precision or suitability of the given information or idea,

apply the information, and emphasize the production of a new idea. The skills that

were in focus include the following:

1) C1 Evaluating: students are required to give opinions or support towards a

certain event, situation, feeling, action or character in a text and contribute

towards solving a problem.

2) C2 Making a conclusion: students are required to conclude a certain

subject, event, situation or character. The conclusion is not to be found in

the text but students need to place themselves in the particular situation

and state their actions that need to be taken.

3) C3 Internalization: students are able to show sensitivity, sympathy and

empathy towards a character, event or idea which is highlighted in a text

by giving opinions or stating their feelings.

4) C4 Identifying the moral of the story: students are required to state the

moral of the story from a certain character, story line or a certain thing in

the text.

2. Fiction and Nonfiction

a. Why read Fiction?

Reading requires concentration and patience, attributes that students find

increasingly difficult in modern times. Boredom can emerge very quickly, and

students are no longer accustomed to working on one activity for a long period of

time, which reading entails. This boredom problem could be resolved by pairing

the students with the proper text. This reality is a beneficial for language

20

educators and acquirers, as working with texts of personal interests can be highly

motivational (McCormick, 2007). Language teachers can draw from any

conceivable topic or genre that is of interest to acquirers. The importance of this

point cannot be overemphasized.

The concept of student choice is an important part of motivation, however

students often do not know the array of options that are available to them. This is

where well-read teachers, who intimately know their students‘ interests and

cultural and linguistic backgrounds can be of help. Using stories that English

language acquirers already know in their native language takes advantage of their

background information. This story knowledge supports acquirers‘ English

comprehension (Vardell, Hadway, & Young in Chen, 2014)

Moreover, the reading of longer texts demands problem-solving abilities,

as the reader must decipher the relation between different words, larger segments

of the text, and between the text and the real world. Thus, reading longer texts is

more complex and involves the use of certain reading strategies that simply

cannot be practiced in shorter texts, such as ‗the ability to discern relationships

between the various parts of a longer text, the contribution made by each to the

plot or argument, the accumulating evidence of a writer‘s point of view, and so

on.‘

In Gerard (2011) Blondelot cites Hurrelmann who affirms that

consequently, reading helps the development of the students‘ personalities.

Psychologists David Comer Kidd and Emanuele Castano, at the New School for

Social Research in New York, have proved that reading literary fiction enhances

http://www.newschool.edu/nssr/

http://www.newschool.edu/nssr/

21

the ability to detect and understand other people's emotions, a crucial skill in

navigating complex social relationships. In a series of five experiments, 1,000

participants were randomly assigned texts to read, either extracts of popular

fiction such as bestseller Danielle Steel's The Sins of the Mother and Gone Girl by

Gillian Flynn, or more literary texts, such as Orange-winner The Tiger's Wife by

Téa Obreht, Don DeLillo's "The Runner", from his collection The Angel

Esmeralda, or work by Anton Chekhov.

By reading fiction, the students are confronted with the culture, customs

and lifestyles of the countries where the language is spoken, and can learn many

interesting facts to enrich their studies and knowledge. It is true that the ‗world‘ of

a novel, play or short story is a created one, yet it offers a full and vivid context in

which characters from many social backgrounds can be depicted. A reader can

discover their thoughts, feelings, customs, and possessions: what they buy, believe

in, fear, enjoy; how they speak and behave behind closed doors. (Collie and Slater

in Thomas, H. 2000).

On the word of Hişmanoğlu (2005), short fiction is a supreme resource for

observing not only language but life itself. In short fiction, characters act out all

the real and symbolic acts people carry out in daily lives, and do so in a variety of

registers and tones. The world of short fiction both mirrors and illuminates human

lives (Sage, 1987). The inclusion of short fiction in the ESL / EFL curriculum

offers the following educational benefits (Arıoğul 2001):

1) Makes the students‘ reading task easier due to being simple and short

when compared with the other literary genres.

https://www.theguardian.com/books/2011/nov/09/the-angel-esmeralda-delillo-review

https://www.theguardian.com/books/2011/nov/09/the-angel-esmeralda-delillo-review

22

2) enlarges the advanced level readers‘ worldviews about different cultures

and different groups of people,

3) provides more creative, encrypt, challenging texts that require personal

exploration supported with prior knowledge for advanced level readers,

4) motivates learners to read due to being an authentic material,

5) offers a world of wonders and a world of mystery,

6) gives students the chance to use their creativity,

7) promotes critical thinking skills,

8) facilitates teaching a foreign culture (i.e. serves as a valuable instrument in

attaining cultural knowledge of the selected community,

9) makes students feel themselves comfortable and free,

10) helps students coming from various backgrounds communicate with each

other because of its universal language,

11) helps students to go beyond the surface meaning and dive into underlying

meanings,

12) Acts as a perfect vehicle to help students understand the positions of

themselves as well as the others by transferring these gained knowledge to

their own world.

To sum up, the use of a short story seems to be a very helpful technique in

today‘s foreign language classes. As it is short, it makes the students‘ reading task

and the teacher‘s coverage easier. An important feature of short fiction is its being

universal. To put it differently, students all over the world have experienced

stories and can relate to them. Moreover, short fiction, like all other types of

23

literature, makes contribution to the development of cognitive analytical abilities

by bringing the whole self to bear on a compressed account of a situation in a

single place and moment (Sage, 1987).

b. Why Read Nonfiction?

Students rarely select nonfiction materials such as newspapers, magazines,

or informational literature. The ability to read and extract information from

nonfiction becomes increasingly important to a student‘s academic success as the

student progresses through school. Non-fiction is simply said all texts that are not

considered fiction. Fiction is an expression of creativity that is essentially

imagined, whereas non-fiction refers to reality, and the transfer of information of

that reality.

While it is true nonfiction is about finding facts, deep understanding of

expository material lies in seeing the big picture, identifying relationships, and

evaluating information (Benson, 2003). Moss (2003) in her book under the title

Exploring the Literature of Fact, suggested that the items needed to be successful

in reading nonfiction include accessing quality literature, learning reading

strategies, understanding the use of text structure, and responding to the literature.

Nearly 80-90% of classroom reading before fourth grade is fictional after

which most classroom reading becomes nonfiction (Benson, 2003). When

students reach middle school, high school, and higher education nonfiction is

crucial to their understanding and achievement. Success in many areas such as

24

standardized tests relies heavily on content learned in informational texts (Duke,

2003).

The importance of nonfiction literacy to elementary and middle school

students is evident in the literacy needs of adults. Students from 4th grade through

adulthood require many important literacy skills on a daily basis. Nonfiction

materials can offer many interesting details and up-to-date information. Students

can be inspired to find information of personal interest. In the age of information,

it is vital for students to understand and use non-narrative, expository text (Moss,

2003).

As stated by Harvey (2002), nonfiction is the genre that most likely to

stimulate the student‘s passion and wonder in learning. Harvey believed that

nonfiction enhances our understanding. It allows us to investigate the real world

and inspires us to dig deeper to inquire and better understand. She also stated that

nonfiction is needed in the classroom so the students could read it appreciate it,

learn from it, and write it more authentically.

Maxim (1998 as cited in Harvey 2002) stated that the students should be

engaged in nonfiction by asking student to read fiction aloud, explore nonfiction

to satisfy curiosity, use nonfiction for instruction, read nonfiction to find out

information, read nonfiction to do research, skim nonfiction to answer questions,

show particular features of nonfiction—the titles, headings, bold print, graphs,

charts—and point out the purpose of these text elements, and read nonfiction to

write it well.

25

C. Conceptual Framework

The framework above showed how the research conducted. The researcher

aimed to determine the students‘ reading comprehension on literal level in fiction

and nonfiction and then compared it. The comparison in this research intended to

comprehend the students‘ reading level in both fiction and nonfiction at second

grade of SMAN 8 Gowa.

Students

Reading Nonfiction Fiction

Compare

Short Story Article Literal Comprehension

26

CHAPTER III

RESEARCH METHOD

A. Research Method

In this research, the researcher applied causal-comparative design with one

group as the sample.

In comparative design, the researcher attempted to determine the cause, or

reason, for existing differences in the behavior or status of groups or individuals.

(Gay, 2016.)

B. Subject of Research

1. Population

As stated by Arikunto (2006), population is the whole of research

subject, whereas sample is a part of population. Population in this research is

all the second grade students of SMAN 8 Gowa in academic year 2017/2018.

Table 2.1

The Number of Population

No. Class Number of Student

1 XI Bahasa 29

2 XI IPS 1 33

3 XI IPS 2 25

4 XI IPS 3 32

5 XI IPS 4 34

6 XI MIPA 1 33

7 XI MIPA 2 35

8 XI MIPA 3 33

9 XI MIPA 4 33

10 XI MIPA 5 33

11 XI MIPA 6 33

12 XI MIPA 7 34

Total 387

27

2. Sample

As Arikunto (2006) stated, sample is the smaller group of subject.

Sample of the research is a representative group from the population to serve

as respondents. Sugiyono (2016) stated that due to factors, time and

accessibility, it is always possible or practical to apply measure from smaller

group or subject of population is such a way that the knowledge gained is

representation of the total population under study.

On the word of Gay (2016), sampling is the process of selecting a

number of participants for a study in such a way that they represent the larger

group from which they are selected. A sample is made up the individuals, item

or events selected from a large group referred to as a population. Relating to

this definition, so the researcher took one class as the research subject.

In this research the researcher used simple random sampling technique.

According to Sugiyono (2016), the sample could be taken randomly from

population if the number of sample the researcher used in the research was

homogeny. Arikunto (2006) indicated that ―if the number of subject is more

than one hundred persons, a researcher may take 10% - 15% or 20% - 25 % or

more of the population as the sample.

To determine the sample of this research, the researcher took 10% of

the population as the sample which consisted 35 students. After doing

preliminary research by asking the teachers about the students‘ skill in

English, the researcher chose the second grade of exact class in academic year

2017/2018 in SMAN 8 Gowa as the sample of this research.

28

C. Time and Place of Research

This research was accomplished for five months. It was started from June

to November 2018. The researcher started this research by observing the students

at SMAN 8 Gowa and taking a free-interview with the teacher on June 2018.

After that, the researcher went into the class of the sample and gave them fiction

and nonfiction text as the material of the test. The questionnaire was given on the

last meeting.

This research was conducted at SMAN 8 Gowa which placed in Jl. Poros

Malino KM.08 Romang Lompoa, Bontomarannu District, Gowa Regency, and

South Sulawesi. Before it changed, the name of the school was SMA 1

Bontomarannu but then it changed with the other 21 schools on February 2017.

D. Instrument

Research instrument is the tool the researcher used in research to filter

information. The researcher adopted reading test and questionnaire as an

instrument.

1. Test

Cronbach (1960) in his book Essential of Psychological Testing stated

that test is a systematic procedure to compare two or more people‘s behavior.

Meanwhile Arikunto (2006) defined test as series of questions to measure

skill, intelligence knowledge, ability or talent of individual or group.

The test in this thesis was adapted from the journal Placement and

Diagnostic Assessment released by McGraw-Hill Companies. The researcher

chose multiple choice and filling in the blank as a test for fiction and

29

nonfiction reading. It consisted of 4 number for multiple choice and 6 number

for filling in the blank. To classifying students score, the researcher

determined the number of point for each answer.

Table 2.2

Analyzing Students Correct Answer

Kind of

Test

No. Fiction Nonfiction

Multiple

Choice

1 7 7

2 7 7

3 7 7

4 7 7

Filling in

the Blank

5 12 12

6 12 12

7 12 12

8 12 12

9 12 12

10 12 12

Total 10 100 100

2. Questionnaire

In accordance with Sugiyono (2013) questionnaire is one of collecting

data technique by giving written question or statement to be answered by

respondent. The researcher decided to use a questionnaire for data gathering

because this would allow the researcher to generate a much larger sample than

by purely conducting face to face interviews. Moreover, questionnaires are

anonymous and therefore more reliable, as they encourage greater honesty.

Additionally, questionnaires provide data that can easily be used for statistics.

The questionnaire used in this research was closed-answer question

which consisted of 58 indicators. The design of the questionnaire was adapted

from a thesis entitled A Study of Methodologies for Reading Fiction in Class

30

with Language Learner conducted by Laurence Gerard in 2011. It includes

dichotomous questions (yes/no) and questions with five answer choice.

Therefore score for each item are as follows:

Table 2.3

Answer Score of Each Item

Alternative Answer Score

Sangat Penting (SP) 5

Cukup Penting (CP) 4

Penting (P) 3

Kurang Penting (KP) 2

Tidak Penting (TP) 1

E. Procedure of Collecting Data

To collect the data, the researcher managed some procedures as follows:

1. Taking information about students‘ reading preference by using

questionnaire

2. Taking information about students‘ reading comprehension by giving

fiction and nonfiction as a reading materials and giving questions related

to the topic.

3. Using some formulas to analyze the data.

F. Technique of Analysis Data

In analyzing the data, the researcher collected students‘ correct answers at

the second grade of SMAN 8 Gowa and used several formulas to determine the

score of the test.

1. To find out the students‘ correct the researcher will use the formula based

on Sudijono (2009):

31

2. Classifying the students‘ score answer into the following criteria:

Table 2.4

No. Classification Range

1. Excellent to Very Good 100-85

2. Good to Average 84-66

3. Fair to Poor 65-55

4. Very poor 50-30

Depdikbud (2010)

3. To find out the frequency of the data percentage of the students‘ score the

researcher applied the formula in Sudijono (2009):

Where:

P = Percentage

f = frequency

n = the total of the participants

4. To find out mean score and standard deviation the researcher used the

formula in Sudijono (2009):

a. Mean score

∑

Where:

X : the mean score

∑X : the sum of students‘ score

32

n : the total number of students

b. Standard deviation

√

Where:

∑ ∑

Where:

SD : Standard deviation

∑X : the sum of students‘ score

n : the total number of students

5. To find out whether there is significant difference between fiction and

nonfiction, the researcher will use t-test based on Gay (2016):

√(

) (

)

Where:

SS1 : the sum of students‘ score in fiction test

SS2 : the sum of students‘ score in nonfiction test

n1 & n2 : the number of student

X1 : the mean score of fiction test

X2 : the mean score of nonfiction test

33

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presented findings and discussion of analyzed data related to

students‘ reading comprehension in fiction and nonfiction at SMAN 8 Gowa.

A. Findings

The findings of this research included the students‘ score of fiction and

nonfiction reading test, the frequency and rate percentage of the students‘ score

and questionnaire, and hypothesis testing of the paired samples. These findings

were described as follows:

1. The Students Reading Comprehension Test in Fiction and Nonfiction

Table 3.1

The Rate Percentage of Students’ Score in Fiction Test

No. Classification Range Frequency Percentage (%)

1. Excellent to Very

Good

100-85 18 51.43

2. Good to Average 84-66 5 14.29

3. Fair to Poor 65-55 6 17.14

4. Very poor 50-30 6 17.14

Total 35 100

Mean Score 70.77

The data on the table 1 shows the rate percentage of students score in

fiction test. It shows that more than half of the 35 students got excellent to very

good qualification rate. There were 18 students or 51.43%. Meanwhile for the

34

good to average rate, there were 5 students or 14.29%, and for the last two rates,

which are fair to poor and very poor rate, there were 6 students or 17.14%.

Table 3.2

The Rate Percentage of Students’ Score in Nonfiction Test

No. Classification Range Frequency Percentage

(%)

1. Excellent to

Very Good

100-85

8

22.86

2. Good to

Average

84-66

6

17.14

3. Fair to Poor 65-55 0 0.00

4. Very poor 50-30 21 60.00

Total 35 100

Mean Score 52.74

On the table 2, more than half of the students gained very poor rate for

nonfiction test. There were 21 students or 60% meanwhile none of the students

got fair to poor rate. For the good to average rate, there were 6 students or 17.14%

and there were 8 students who got excellent to very good rate, or in percentage the

number was 22.86%.

Based on the data above, the researcher concluded that the rate percentage

in fiction test was higher than fiction class. There were 18 (51.43%) students who

got excellent to very good rate in fiction test meanwhile there were only 8

(22.86%) students in nonfiction test. For the poor rate, there were 21 students

35

(60.00) in nonfiction test meanwhile for the fiction test, there were only 6 students

(17.14%).

2. The Mean Score, Standard Deviation and T-test for Fiction and

Nonfiction Reading Score

After calculating the result of the students score, the mean score, the

standard deviation, and the t-test of both groups were presented in the

following table:

Table 3.3

The Mean Score and Standard Deviation of Fiction and Nonfiction

Fiction Nonfiction

M 70.77 52.74

SD 26.78 27.46

The table above showed the mean score of fiction was higher than

nonfiction. The mean score of fiction test was 70.77 and its standard deviation

is 26.78 meanwhile the mean score of nonfiction test is 52.74 and its standard

deviation is 27.46.

The significant difference between t-value and t-table could be seen from

the table below:

Table 3.4

Paired-Samples T-test

Variable tvalue ttable Notation Conclusion

X1 - X2 2.78 1.99 2.78 > 1.99 Accepting H1

36

It showed that t-value was higher than t-table. It means that the hypothesis

H1 stating that ―there is significant difference between using fiction and

nonfiction on students‘ reading comprehension of SMAN 8 Gowa.‖ is

accepted.

3. The Students Preference in Reading Based on Questionnaire

The researcher used questionnaire to reinforce the data which the

researcher got from the reading test. There are three aspects the researcher

analyzed by the questionnaire, which were the student‘s reading preference

between fiction and nonfiction, students‘ reading interest in general, and

students‘ point of view about English. The statistics were explained in chart

as follows:

Table 4.1

The Questionnaire Statistics of Students’ Reading Preference in

SMAN 8 Gowa

No Frequency Percentage

Yes No Yes No

1 30 5 85.71 14.29

2 25 10 71.43 28.57

3 19 16 54.29 45.71

4 14 21 40.00 60.00

Average of Percentage 62.86% 37.14%

37

Table 4.2

the Questionnaire Statistics of Students’ Book Genre Preference in SMAN 8

Gowa

No

Book Genres

Sangat Suka

Frequency Percentage

1 Aksi, detektif, kejahatan 13 28.57%

2 Biografi 3 8.57%

3 Kisah Cinta 11 31.43%

4 Sejarah 7 20.00%

5 Ensiklopedi pengetahuan 10 28.57%

6 Kumpulan puisi 8 22.86%

7 Jurnal 2 5.71%

8 Cerita inspiratif 11 37.14%

Average of Percentage 22.86%

Table 4.3

the Questionnaire Statistics of Students Purpose in Reading

No

Students

Sangat Suka


1 Mendapat hiburan 17 48.57%

2 Memperoleh informasi/wawasan 22 62.86%

3 Menambah kosa kata 16 45.71%

4 Memperoleh pesan moral/pembelajaran

hidup 20 57.14%

5 Memperbaiki keterampilan menulis 9 25.71%


38

Table 4.4

the Questionnaire Statistics of Students Reason in Learning English

No

Students

Sangat Suka


1 Lulus ulangan/ujian Bahasa Inggris 24 68.57%

2 Bisa membaca buku berbahasa Inggris 18 51.43%

3 Bisa menonton film berbahasa Inggris tanpa

subtitle 15 42.86%

4 Bisa berkomunikasi menggunakan Bahasa

Inggris 19 54.29%

5 Lancar berbahasa Inggris seperti penutur asli 13 37.14%

6 Mengunjungi negara berbahasa Inggris

sebagai turis 13 37.14%

8 Belajar/tinggal di negara berbahasa Inggris 7 20.00%


Based on the table, those results can be outlined in histogram as follows:

Picture 3.1

the Frequency of Students’ Preference in Reading Fiction and Nonfiction

30

25

5

10

0

5

10

15

20

25

30

35

Apakah Anda suka membaca cerita fiksi? Apakah Anda suka membaca non-fiksi?

Frequency

Yes No

39

Picture 3.2

the Percentage of Students Preference in Reading Fiction and

Nonfiction

Picture 3.3

The Frequency of Students Preference in Book Genres

0.00

20.00

40.00

60.00

80.00

100.00

Apakah Anda suka membacacerita fiksi?

Apakah Anda suka membacanon-fiksi?

85.71

71.43

14.29

28.57

Percentage

Yes No

[VALUE]

[VALUE]

[VALUE]

[VALUE] [VALUE]

[VALUE]

[VALUE]

[VALUE]

Jenis buku apa yang Anda lebih suka baca?

Aksi, detektif, kejahatan Biografi

Kisah Cinta Sejarah

Ensiklopedi pengetahuan Kumpulan puisi

Jurnal Cerita inspiratif

40

Picture 3.4

the Percentage of Students Preference in Book Genres

Picture 3.5

The Frequency of Students Purpose in Reading

37.14

8.57

31.43

20.00

28.57

22.86

5.71

31.43

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

Jenis buku apa yang Anda lebih suka baca?

[VALUE]

[VALUE]

[VALUE]

[VALUE]

[VALUE]

APA TUJUAN YANG INGIN ANDA CAPAI KETIKA MEMBACA SEBUAH BUKU?

Mendapat hiburan

Memperoleh informasi/wawasan

Menambah kosa kata

Memperoleh pesan moral/pembelajaran hidup

Memperbaiki keterampilan menulis

41

Picture 3.6

the Percentage of Students Purpose in Reading

Picture 3.7

The Frequency of Students Reason in Learning English

48.57

62.86

45.71

57.14

25.71

0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00

Mendapat hiburan

Memperoleh informasi/wawasan

Menambah kosa kata

Memperoleh pesan moral/pembelajaranhidup

Memperbaiki keterampilan menulis

APA TUJUAN YANG INGIN ANDA CAPAI KETIKA MEMBACA SEBUAH BUKU?

0 5 10 15 20 25

Lulus ulangan/ujian Bahasa Inggris

Bisa membaca buku berbahasa Inggris

Bisa menonton film berbahasa Inggris tanpa subtitle

Bisa berkomunikasi menggunakan Bahasa Inggris

Lancar berbahasa Inggris seperti penutur asli

Mengunjungi negara berbahasa Inggris sebagai turis

Belajar/tinggal di negara berbahasa Inggris

24

18

15

19

13

13

7

S E B E R A P A P E N T I N G M E N U R U T A N D A M E M P E L A J A R I B A H A S A I N G G R I S B E R D A S A R K A N T U J U A N B E R I K U T ?

42

Picture 3.8

The Percentage of Students Reason in Learning English

B. Discussion

The table and chart in previous part showed that students preferred fiction

than nonfiction as reading material and could increase their reading

comprehension better than nonfiction. It was proven by the result of the test and

questionnaire the researcher gave to the students in SMAN 8 Gowa. The findings

were in line with previous research done by Arıoğul in 2001 who stated that

putting fiction in the ESL/EFL curriculum offers several educational benefits such

as enlarges the advanced level readers‘ and motivate students to read due to being

an authentic material.

Based on the test, the mean score of fiction test was higher than nonfiction

(see table 3.3). The data also supported by the result of questionnaire. The

frequency and percentage of students answer showed there were more students in

the class enjoyed reading fiction than nonfiction both in Indonesian and English

(see table 4.1). It had the same finding with Mandarani (2017) who stated that

68.57

51.43

42.86

54.29

37.14

37.14

20.00

0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00

Lulus ulangan/ujian Bahasa Inggris

Bisa membaca buku berbahasa Inggris

Bisa menonton film berbahasa Inggris tanpa subtitle

Bisa berkomunikasi menggunakan Bahasa Inggris

Lancar berbahasa Inggris seperti penutur asli

Mengunjungi negara berbahasa Inggris sebagai turis

Belajar/tinggal di negara berbahasa Inggris

SEBERAPA PENTING MENURUT ANDA MEMPELAJARI BAHASA INGGRIS BERDASARKAN TUJUAN BERIKUT?

43

literary works such as story book and comics could were potential to cultivate the

students‘ interest in reading as a habits from children till adults.

Furthermore, from the observation the researcher found that the students in

SMAN 8 Gowa have the awareness on their mind that reading plays an important

role in students‘ life. The statement was supported by the questionnaire, most of

the students believed that reading helped those students to acquire knowledge and

information (see table 4.3). This result showed that second grade students of

SMAN 8 Gowa had a high interest in reading.

This finding was in line with Gerard (2011) who affirmed that

consequently, reading helps the development of the students‘ personalities.

Psychologists David Comer Kidd and Emanuele Castano, at the New School for

Social Research in New York, have proved that reading literary fiction enhances

the ability to detect and understand other people's emotions, a crucial skill in

navigating complex social relationships.

In addition, the result of the questionnaire also indicated that fiction was

the genre the students more likely to read (see table 4.2). The data also offered the

students read more fiction books than nonfiction in their available time. This

research was supported by Teppo (2013) who stated that prose fiction is useful in

language learning as it covers so many areas of language learning. She stated that

the use of fiction help the students with both written and spoken skill such as

vocabulary, sentence structures and fluency.

In summary, fiction as reading material was more valuable on students‘

reading comprehension than nonfiction in literal level.

44

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The conclusion of this research was made based on the data in previous

chapter.

1. There was significant difference on students‘ reading comprehension in

literal level between fiction and nonfiction at second year students of

SMAN 8 Gowa. It was proven by giving the students test both with fiction

and nonfiction text. In the reading test with fiction and nonfiction text as

the material, the students‘ mean score of fiction test was 70.77 meanwhile

the students‘ mean score of nonfiction test was 52.74.

2. The data from questionnaire also sustained the result of the test. The

questionnaire presented that the students preferred to read fiction more

than nonfiction. It is because fiction could motivate students to read due to

being an authentic material and worked with students‘ imagination. For

further reason, fiction also enhances the ability to detect and understand

other people's emotions, so that the students could navigate their social

relationship in a better way. Based on the result, the researcher conclude

that fiction was more prospective on students‘ reading comprehension on

literal level at the second year students of SMAN 8 Gowa.

45

B. Suggestions

Based on the conclusion above, the researcher offers several suggestions

as follows:

1. The researcher suggests the teacher to help identifying students‘

preference in reading so that they could expand the students‘ awareness of

the importance of reading in life.

2. The researcher advises the teacher to give more fiction text as teaching

material in English Learning Teaching process.

3. The researcher offers the teacher to familiarize the students with literature

such fiction to arise students‘ interest in reading.

4. The researcher recommends the teacher to use fiction text such as short

story in students‘ reading comprehension in advanced level such as

inferential or critical level.

46

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49

APPENDIX A

The Raw Score of Students’ Reading Test in Fiction

Students

Number of Items

Total 1 2 3 4 5 6 7 8 9 10

1 7 7 0 7 12 12 12 12 12 12 93

2 7 0 7 7 12 12 12 12 12 12 93

3 7 0 0 7 12 12 12 12 12 12 86

4 7 0 0 7 12 12 12 12 12 12 86

5 7 0 0 7 12 12 12 12 12 12 86

6 7 0 0 7 12 12 12 12 12 12 86

7 7 0 0 7 12 12 12 12 12 12 86

8 7 0 0 7 12 12 12 12 12 12 86

9 7 0 0 7 12 12 12 12 12 12 86

10 0 0 0 7 12 12 12 12 12 12 79

11 0 0 0 7 12 12 12 12 12 12 79

12 0 0 0 7 12 12 12 12 12 12 79

13 0 0 0 7 12 12 12 12 12 12 79

14 0 0 0 7 12 12 12 12 12 12 79

15 7 0 7 7 12 12 12 12 12 12 93

16 7 0 7 7 12 12 12 12 12 12 93

17 7 0 7 7 12 12 12 12 12 12 93

18 7 7 0 7 12 12 12 12 12 12 93

19 7 0 7 7 12 12 12 12 12 12 93

20 7 0 7 7 12 12 12 12 12 12 93

21 7 7 0 7 12 12 12 12 12 12 93

22 7 7 0 0 12 12 12 12 12 12 86

23 7 0 0 7 12 12 12 12 12 12 86

24 7 7 0 0 12 0 12 12 0 12 62

25 0 0 0 7 12 0 12 12 0 12 55

26 0 7 7 0 12 0 12 0 12 12 62

27 0 0 0 7 12 12 12 12 0 0 55

28 0 0 0 7 12 0 12 12 0 12 55

29 0 0 0 7 0 12 12 0 12 12 55

30 0 0 0 7 12 0 12 0 0 12 43

31 0 0 0 0 0 0 12 12 12 0 36

32 0 0 0 0 12 0 12 0 0 0 24

33 0 0 0 0 12 0 0 0 0 12 24

34 0 0 0 0 0 0 0 0 0 0 0

35 0 0 0 0 0 0 0 0 0 0 0

Total Score 2477

50

Qualification Frequency

100-85 18

84-66 5

65-55 6

<55 6

51

APPENDIX B

The Raw Score of Students’ Reading Test in Nonfiction

Students

Number of Items

Total 1 2 3 4 5 6 7 8 9 10

1 7 7 0 7 12 12 12 12 12 12 93

2 7 7 0 7 12 12 12 12 12 12 93

3 7 7 0 7 12 12 12 12 12 12 93

4 7 7 0 7 12 12 12 12 12 12 93

5 7 7 0 7 12 12 12 12 12 12 93

6 7 7 0 7 12 12 12 12 12 12 93

7 7 7 0 7 12 12 12 12 12 12 93

8 7 7 0 7 12 12 12 12 12 12 93

9 7 7 0 7 12 12 0 0 12 12 69

10 7 7 0 7 12 12 0 0 12 12 69

11 7 7 0 7 12 12 0 0 12 12 69

12 7 7 0 7 12 12 0 0 12 12 69

13 7 7 0 7 12 12 0 0 12 12 69

14 7 7 0 7 12 12 0 0 12 12 69

15 7 7 0 7 0 0 12 0 12 0 45

16 7 7 0 7 0 0 12 0 12 0 45

17 7 7 0 7 0 0 12 0 12 0 45

18 7 7 0 7 0 0 12 0 12 0 45

19 7 7 0 7 0 0 12 0 12 0 45

20 7 7 0 7 0 0 12 0 12 0 45

21 7 7 0 7 0 0 12 0 12 0 45

22 7 7 0 7 0 0 12 0 12 0 45

23 7 7 0 7 0 0 12 0 12 0 45

24 7 7 0 7 0 12 0 0 0 0 33

25 7 7 0 7 0 12 0 0 0 0 33

26 7 7 0 7 0 0 0 0 0 0 21

27 7 7 7 0 0 0 0 0 0 0 21

28 7 7 7 0 0 0 0 0 0 0 21

29 7 0 0 7 0 0 0 0 0 0 14

30 7 0 7 7 0 0 0 0 0 0 21

31 7 7 0 7 0 0 0 0 0 0 21

32 7 7 7 7 0 0 0 0 0 0 28

33 7 7 7 7 0 0 0 0 0 0 28

34 7 0 7 7 0 0 0 0 0 0 21

35 7 7 0 7 0 0 0 0 0 0 21

52

Total score 1846

Qualification Frequency

100-85 18

84-66 5

65-55 6

<55 6

53

APPENDIX C

The Percentage of Students’ Score in Fiction and Nonfiction

Qualification

Fiction Nonfiction

Frequency Percentage Frequency Percentage

100-85 18 51.43 8 22.86

84-66 5 14.29 6 17.14

65-55 6 17.14 0 0.00

<55 6 17.14 21 60.00

Total 35 100 35 100

To find out the percentage of students‘ score, the researcher used the formula:

a. Excellent to Very Good

Fiction:

%

= 51.43%

Nonfiction:

= 22.86%

b. Good to Average

Fiction:

%

= 14.29%

Nonfiction:

= 17.14%

54

c. Fair to Poor

Fiction:

%

= 17.14%

Nonfiction:

= 0%

d. Very Poor

Fiction:

%

= 17.14%

Nonfiction:

= 60%

55

APPENDIX D

The Mean Score of Fiction and Nonfiction

Student Fiction Nonfiction

X1 X12

X2 X22

1 93 8649 93 8649

2 93 8649 93 8649

3 86 7396 93 8649

4 86 7396 93 8649

5 86 7396 93 8649

6 86 7396 93 8649

7 86 7396 93 8649

8 86 7396 93 8649

9 86 7396 69 4761

10 79 6241 69 4761

11 79 6241 69 4761

12 79 6241 69 4761

13 79 6241 69 4761

14 79 6241 69 4761

15 93 8649 45 2025

16 93 8649 45 2025

17 93 8649 45 2025

18 93 8649 45 2025

19 93 8649 45 2025

20 93 8649 45 2025

21 93 8649 45 2025

22 86 7396 45 2025

23 86 7396 45 2025

24 62 3844 33 1089

25 55 3025 33 1089

26 62 3844 21 441

27 55 3025 21 441

28 55 3025 21 441

29 55 3025 14 196

30 43 1849 21 441

31 36 1296 21 441

32 24 576 28 784

33 24 576 28 784

34 0 0 21 441

35 0 0 21 441

56

Total 2477 199695 1846 123012

To find out mean score, the researcher used the formula:

∑

a. The mean score of Fiction

= 70.77

b. The Mean Score of Nonfiction

= 52.74

57

APPENDIX E

Standard Deviation of Fiction and Nonfiction

To find out the standard deviation, the researcher used the formula:

√

Where:

∑ ∑

a. SD of Fiction

SS

24394.17

√

√

b. SD of Nonfiction

SS

SS

√

√

= 27.47

58

APPENDIX F

The Significant Difference

To find out the significant difference, the researcher used the formula:

a. T-test

√(

) (

)

√(

) (

)

√(

)

√

√

b. t-table

For level significance (α) = 0.05

Degree of freedom (df) = n1 + n2 = (35 + 35) – 2 = 68

T table = 2.000

59

APPENDIX G

Distribution of t

d.f t0.20 t0.10 t0.05 t0.02 t0.01

1 3,078 6,314 12,706 31,821 63, 657

2 1,886 2,920 4,303 6,965 9,925

3 1,638 2,353 3,182 4,541 5,841

4 1,533 2,132 2,776 3,747 4,604

5 1,476 2,015 2,571 3,365 4,032

6 1,440 1,943 2,447 3,143 3,707

7 1,415 1,895 2,365 2,998 3,499

8 1,397 1,860 2,306 2,896 3,355

9 1,383 1,833 2,262 2,821 3,250

10 1,372 1,812 2,228 2,764 3,169

20 1,325 1,725 2,086 2,528 2,845

30 1,310 1,697 2,042 2,457 2,750

40 1,303 1,684 2,021 2,423 2,704

50 1,299 1,676 2,009 2,403 2,678

60 1,296 1,671 2,000 2,390 2,660

61 1,296 1,670 2,000 2,389 2,659

62 1,295 1,670 1,999 2,388 2,657

63 1,295 1,669 1,998 2,387 2,656

64 1,295 1,669 1,998 2,386 2,655

65 1,295 1,669 1,997 2,385 2,654

66 1,295 1,668 1,997 2,384 2,652

60

67 1,294 1,668 1,996 2,383 2,651

68 1,294 1,668 1,995 2,382 2,650

69 1,294 1,667 1,995 2,382 2,649

70 1,294 1,667 1,994 2,381 2,648

80 1,292 1,664 1,990 2,374 2,639

90 1,291 1,662 1,987 2,368 2,632

91 1,291 1,662 1,986 2,368 2,631

92 1,291 1,662 1,986 2,368 2,630

93 1,291 1,661 1,986 2,367 2,630

94 1,291 1,661 1,986 2,367 2,629

95 1,291 1,661 1,985 2,366 2,629

96 1,290 1,661 1,985 2,366 2,628

97 1,290 1,661 1,985 2,365 2,627

98 1,290 1,661 1,984 2,365 2,627

99 1,290 1,660 1,984 2,365 2,626

Inf. 1,290 1,660 1,984 2,364 2,626

61

APPENDIX H

The Raw Score of Questionnaire

1. Yes/No Question

No

Fiction Nonfiction

Yes No Yes No Yes No Yes No

1 – √ – √ – √ – √

2 √ – – √ √ – – √

3 √ – – √ √ – – √

4 √ – √ – √ – √ –

5 √ – – √ – √ – √

6 √ – √ – √ – – √

7 √ – – √ √ – – √

8 √ – – √ √ – – √

9 √ – – √ – √ – √

10 √ – √ – √ – – √

11 √ – √ – √ – √ –

12 – √ √ – – √ – √

13 √ – – √ √ – – √

14 √ – – √ – √ – √

15 √ – √ – √ – √ –

16 √ – √ – √ – √ –

17 √ – – √ √ – – √

18 √ – √ – √ – √ –

19 – √ √ – √ – – √

20 √ – – √ √ – √ –

21 √ – √ – √ – – √

22 √ – √ – – √ √ –

62

23 √ – – √ √ – √ –

24 √ – – √ √ – √ –

25 √ – – √ √ – √ –

26 √ – √ – √ – – √

27 √ – √ – √ – √ –

28 – √ √ – √ – √ –

29 √ – √ – – √ – √

30 √ – √ – – √ – √

31 √ – – √ √ – √ –

32 – √ √ – √ – √ –

33 √ – √ – – √ – √

34 – √ – √ – √ – √

35 √ – – √ √ – – √

Total 30 5 19 16 25 10 14 21

Percentage 85.71 14.29 54.29 45.71 71.43 28.57 40.00 60.00

63

2. Four Options Item

No

Fiction Nonfiction

D5 D10 D15 D20 D5 D10 D15 D20

1 √ – – – √ – – –

2 – √ – – √ – – –

3 – – √ – – √ – –

4 √ – – – √ – – –

5 √ – – – √ – – –

6 √ – – – √ – – –

7 – √ – – – – √ –

8 √ – – – √ – – –

9 √ – – – √ – – –

10 – √ – – √ – – –

11 – – – √ – – – √

12 – – √ – √ – – –

13 √ – – – √ – – –

14 √ – – – √ – – –

15 √ – – – √ – – –

16 √ – – – √ – – –

17 – √ – – √ – – –

18 √ – – – – – – √

19 √ – – – √ – – –

20 – √ – – – – √ –

21 – – √ – – √ – –

22 – √ – – √ – – –

23 √ – – – √ – – –

24 √ – – – √ – – –

25 √ – – – – √ – –

26 – – – √ √ – – –

27 √ – – – √ – – –

28 √ – – – √ – – –

29 √ – – – √ – – –

30 √ – – – √ – – –

31 √ – – – √ – – –

32 √ – – – √ – – –

33 √ – – – √ – – –

34 √ – – – √ – – –

35 – √ – – √ – – –

Total 23 7 3 2 28 3 2 2

Percentage 65.71 20.00 8.57 5.71 80.00 8.57 5.71 5.71

64

3. Five Options Item

N

o

ITEM T

o

t

a

l

1 2 3 4 5 6 7 8 9 1

0

1

1

1

2

1

3

1

4

1

5

1

6

1

7

1

8

1

9

2

0

2

1

2

2

2

3

2

4

2

5

2

6

2

7

2

8

2

9

3

0

3

1

3

2

3

3

3

4

3

4

3

6

3

7

3

8

3

9

4

0

4

1

4

2

4

3

4

4

4

5

4

6

4

7

4

8

4

9

5

0

1 4 5 3 2 2 4 5 3 3 4 3 3 4 5 3 4 4 4 4 4 4 4 4 3 5 3 3 3 3 4 4 5 4 4 3 4 5 3 3 3 3 4 3 3 5 5 3 3 4 5

1

8

5

2 4 4 4 2 2 4 3 3 4 2 3 1 3 2 1 3 4 4 4 4 3 3 3 3 4 4 3 4 2 4 1 3 2 4 1 3 4 3 4 4 3 4 3 2 4 3 4 4 4 3

1

5

7

3 4 3 4 4 4 4 2 3 5 3 4 2 3 3 5 5 4 3 4 3 5 5 4 3 4 4 4 3 3 3 4 4 4 5 3 4 4 4 4 4 5 4 3 3 3 3 3 4 4 2

1

8

4

4 2 3 5 3 3 5 4 2 5 4 4 2 5 3 2 5 5 5 5 5 5 5 5 4 2 2 5 2 2 5 2 5 4 5 1 5 5 5 4 3 3 2 2 4 5 5 5 5 5 2

1

9

1

5 4 3 4 3 2 2 4 2 2 2 3 3 2 3 1 4 3 3 2 2 2 1 2 3 1 4 5 3 3 5 2 3 5 3 2 3 3 4 5 4 3 2 2 2 4 3 2 3 3 2

1

4

3

6 1 2 3 2 2 5 4 3 4 1 5 1 4 1 1 4 2 3 1 1 2 1 3 2 2 4 5 3 2 2 4 5 4 5 2 5 5 5 5 5 4 2 1 1 2 4 5 5 4 1

1

5

0

7 4 5 5 3 3 5 4 5 5 4 5 2 5 2 1 5 5 5 5 5 2 2 3 4 4 5 5 5 3 5 4 5 5 5 4 5 5 5 5 5 4 4 3 4 4 5 4 5 5 3

2

1

0

8 5 1 1 1 1 5 1 3 5 2 5 1 1 3 1 5 5 1 5 5 5 1 4 1 5 3 3 5 3 4 1 1 3 5 2 5 4 3 2 5 1 5 5 5 5 5 1 5 3 1

1

5

8

9 3 3 2 2 2 4 5 3 2 2 3 1 3 2 2 5 3 2 2 1 1 1 1 2 2 1 2 2 1 2 2 2 5 3 3 3 3 3 4 3 3 3 3 2 2 2 3 3 3 2

1

2

4

1

0 2 3 2 1 2 5 3 5 3 3 5 1 3 3 1 4 2 1 4 3 3 3 3 3 5 2 2 3 3 5 3 2 2 4 1 5 4 4 3 3 2 3 1 1 1 5 4 5 3 2

1

4

6

1

1 3 1 2 2 1 5 1 3 5 1 4 2 1 3 3 5 5 5 5 4 3 2 5 2 1 5 5 3 2 5 1 5 5 4 1 4 5 5 5 4 1 5 1 1 5 1 3 5 5 3

1

6

3

65

1

2 2 1 1 1 1 1 2 2 2 1 2 1 3 2 2 2 3 1 1 1 1 1 2 1 2 2 1 1 1 1 1 3 1 1 1 1 1 1 1 1 1 1 1 1 1 2 3 3 1 1

7

2

1

3 2 4 4 2 1 4 4 4 3 2 3 1 3 3 1 4 3 2 3 2 4 3 4 3 2 5 4 2 2 4 2 5 4 3 3 4 4 4 3 3 3 4 5 4 4 5 4 4 4 3

1

6

3

1

4 3 3 3 1 1 4 3 2 2 3 3 1 3 2 3 5 5 5 5 5 4 3 4 3 5 3 1 4 3 4 3 3 5 4 3 4 5 5 5 4 4 3 3 3 2 5 3 4 3 2

1

6

9

1

5 4 4 4 4 4 5 3 3 3 3 4 3 4 5 3 5 5 4 4 4 3 4 5 4 4 4 3 3 3 3 4 4 4 4 4 4 4 4 4 3 3 4 2 3 3 5 4 4 4 1

1

8

6

1

6 3 2 3 3 2 4 4 4 3 3 4 1 2 2 1 5 5 5 5 5 5 4 5 3 5 4 4 4 3 3 3 4 4 4 3 4 5 5 5 4 3 3 2 3 2 5 4 5 4 3

1

8

1

1

7 3 5 4 2 1 5 5 3 4 4 3 3 3 5 2 5 4 4 4 4 4 4 3 3 5 4 4 3 3 4 4 5 4 4 3 4 5 4 4 4 3 4 3 4 5 5 4 4 5 3

1

9

1

1

8 1 4 4 3 3 4 3 3 4 3 3 2 4 2 3 5 5 5 5 5 5 4 3 2 4 2 3 2 4 3 2 4 4 3 2 5 4 4 4 3 4 3 2 2 3 3 3 4 4 3

1

6

9

1

9 5 5 5 3 2 1 2 3 4 5 1 2 3 4 5 1 5 2 4 2 5 3 1 5 5 5 3 5 4 5 1 5 4 5 3 5 5 5 5 5 1 2 1 2 4 1 3 1 3 2

1

6

8

2

0 2 1 2 4 5 4 1 4 3 1 3 1 1 2 1 5 5 5 5 5 5 4 2 1 3 1 2 2 1 1 1 2 2 4 1 3 2 2 2 4 3 1 2 1 1 2 4 4 1 3

1

2

7

2

1 1 4 5 2 1 5 5 3 1 1 5 1 5 5 3 5 5 5 5 5 5 1 4 1 5 3 5 1 1 1 1 4 5 5 4 5 5 5 5 5 3 3 5 3 5 5 5 5 5 1

1

8

3

2

2 2 3 3 4 2 5 2 4 5 2 5 1 3 2 2 4 3 3 3 3 3 3 4 3 4 3 3 5 3 5 5 5 5 5 5 5 5 4 5 4 5 3 2 2 2 5 4 5 5 2

1

8

0

2

3 3 4 3 3 4 5 3 3 3 2 5 1 4 3 1 5 4 4 5 5 4 4 5 4 4 3 4 2 2 4 2 2 4 3 4 3 5 5 5 4 5 3 1 1 3 4 4 4 5 4

1

7

7

2

4 1 2 3 2 2 5 4 3 4 1 5 1 4 1 1 4 2 3 1 1 2 1 4 2 2 4 5 3 2 2 4 5 4 5 2 5 5 5 5 3 4 2 1 4 3 4 5 5 4 1

1

5

3

2 1 1 4 4 3 4 5 4 1 1 5 1 4 1 1 5 3 5 5 4 4 1 5 4 3 3 4 5 4 1 2 4 4 4 5 3 5 4 5 4 5 1 1 1 1 5 5 5 5 1 1

66

5 6

6

2

6 1 1 5 3 2 4 3 4 3 1 3 1 3 5 1 4 2 2 2 2 3 4 5 4 5 3 5 3 2 5 3 3 4 4 2 4 5 3 5 4 3 3 1 1 2 3 3 5 5 5

1

5

9

2

7 2 3 3 2 2 5 2 4 4 3 4 2 3 3 2 5 5 5 5 4 4 3 5 2 4 4 2 3 2 2 2 2 4 3 1 3 3 4 3 4 3 3 2 3 2 3 3 4 3 3

1

5

7

2

8 1 2 2 1 1 5 3 4 3 1 5 1 5 5 5 5 3 2 2 1 1 1 1 5 1 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

1

9

1

2

9 2 3 3 1 1 5 5 4 5 2 3 1 4 3 2 5 5 5 5 5 5 5 4 3 2 3 4 3 2 3 4 3 5 4 3 5 5 4 5 3 4 2 1 1 3 3 4 4 5 1

1

7

2

3

0 3 4 4 2 2 4 4 4 4 3 4 1 4 3 3 5 5 5 5 4 5 5 5 4 4 4 5 4 4 4 4 5 4 4 5 5 5 5 5 5 4 4 2 3 3 5 4 5 5 2

2

0

1

3

1 3 5 3 2 2 5 5 5 4 3 4 1 2 3 1 5 5 4 5 4 5 5 5 4 4 3 3 5 3 5 3 4 5 5 3 5 5 5 5 4 5 3 3 3 2 5 4 5 5 2

1

9

4

3

2 4 2 3 2 2 3 3 3 3 3 3 1 2 3 3 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 3 3 3 3 3 4 4 4 4 4 2 2 2 2 2 3 3 3 3 3

1

6

7

3

3 3 4 4 3 1 4 3 3 2 1 2 1 5 3 2 5 4 3 5 4 2 1 5 4 3 5 2 3 3 5 1 5 4 4 4 5 5 5 5 4 5 4 2 1 3 5 4 4 4 2

1

7

1

3

4 1 1 5 5 5 5 2 5 5 2 5 1 5 3 1 5 5 5 5 5 4 4 5 3 5 3 1 4 4 2 3 5 5 5 3 5 5 5 5 5 4 4 2 2 2 5 5 4 5 1

1

9

1

3

5 1 2 3 4 5 5 5 5 5 1 5 1 5 5 1 5 5 5 5 5 5 5 5 5 5 5 1 5 5 1 5 5 5 5 5 5 5 5 5 5 5 1 1 1 1 5 5 5 5 1

2

0

0

T

o

t

a

l

9

0

1

0

3

1

1

8

8

8

7

9

1

4

9

1

1

7

1

2

1

1

2

3

8

0

1

3

3

5

0

1

1

8

1

0

5

7

1

1

5

8

1

4

3

1

3

0

1

4

0

1

2

7

1

2

8

1

0

6

1

3

2

1

0

7

1

2

5

1

2

2

1

2

0

1

1

7

9

7

1

2

1

9

6

1

3

5

1

4

1

1

4

3

1

0

0

1

4

7

1

5

4

1

4

6

1

4

9

1

3

7

1

1

9

1

0

6

7

9

8

4

1

0

4

1

3

9

1

3

2

1

4

8

1

4

1

8

1

67

APPENDIX I

The Frequency of Questionnaire

1. Yes/No Question

No Item Yes No

1 Apakah Anda suka membaca cerita fiksi? 30 5

2 Apakah Anda suka membaca buku fiksi dalam Bahasa Inggris? 19 16

3 Apakah Anda suka membaca non-fiksi? 25 10

4 Apakah Anda suka membaca buku non-fiksi dalam Bahasa

Inggris? 14 21


No Item D5 D10 D15 D20

5

Jumlah buku fiksi yang sudah Anda baca dalam kurun

enam bulan terakhir adalah… 23 7 3 2

6

Jumlah buku nonfiksi yang sudah Anda baca dalam kurun

enam bulan terakhir adalah… 28 3 2 2


7 Berapa lama durasi yang biasanya

Anda habiskan untuk membaca

dalam satu hari?

Tidak

Lama

Kurang

Lama

Lama Cukup

Lama

Sangat

Lama

A Saya kurang suka membaca jika tidak

diperlukan 9 8 9 7 2

B Kurang dari 30 menit dalam satu hari 7 6 9 8 5

C Lebih dari 30 menit tapi kurang dari 60

menit dalam satu hari 2 5 12 10 6

D 1 atau 2 jam dalam satu hari 6 13 9 6 1

E Lebih dari 2 jam dalam satu hari 10 15 4 3 3

8

Seberapa penting menurut

Anda untuk membaca buku

di rumah?

Tidak

Penting

Kurang

Penting Penting

Cukup

Penting

Sangat

Penting

2 1 1 13 18

9

Sebarapa setuju atau tidak setuju

Anda dengan pernyataan di

Tidak

Setuju

Kurang

Setuju

Setuju

Cukup

Setuju

Sangat

Setuju

68

bawah ini?

A Saya membaca jika Saya memang

diharuskan 3 6 10 8 8

B Membaca adalah salah satu

kegemaran Saya 0 4 16 10 5

C

Saya senang mendiskusikan buku

yang telah Saya baca dengan orang

lain

2 5 10 9 9

D Saya sulit menyelesaikan membaca

sebuah buku 11 9 10 4 1

E Saya senang jika mendapat buku

sebagai hadiah 1 2 12 8 12

F

Menurut Saya, membaca adalah

kegiatan yang membuang

waktu/membosankan

24 7 4 0 0

G Saya menikmati kegiatan pergi ke

toko buku atau perpustakaan 3 4 12 9 7

H Saya membaca hanya untuk mencari

informasi yang Saya butuhkan 3 9 15 1 7

I

Saya tidak bisa duduk diam dan

membaca bahkan hanya untuk

beberapa menit

16 8 8 3

10


Anda mempelajari Bahasa

Inggris berdasarkan tujuan

berikut?

Tidak

Penting

Kurang

Penting Penting

Cukup

Penting

Sangat

Penting

A Lulus ulangan/ujian Bahasa

Inggris 1 1 1 8 24

B Bisa membaca buku berbahasa

Inggris 0 4 7 6 18

C Bisa menonton film berbahasa

Inggris tanpa subtitle 3 5 6 6 15

D Bisa berkomunikasi

menggunakan Bahasa Inggris 3 4 2 7 19

E Lancar berbahasa Inggris seperti

penutur asli 5 4 3 10 13

F Mengunjungi negara berbahasa

Inggris sebagai turis 3 5 6 8 13

G Belajar/tinggal di negara

berbahasa Inggris 10 2 7 9 7

11 Jenis buku apa yang Anda lebih Tidak Kurang Suka Cukup Sangat

69

suka baca? Suka Suka Suka Suka

A Aksi, detektif, kejahatan 3 3 6 10 13

B Biografi 4 6 12 10 3

C Kisah Cinta 3 7 3 11 11

D Sejarah 2 4 11 11 7

E Ensiklopedi pengetahuan 4 5 8 8 10

F Kumpulan puisi 2 6 13 6 8

G Jurnal 4 10 13 6 2

H Cerita inspiratif 5 5 5 9 11

12 Seberapa sering Anda membaca

materi dibawah ketika Anda

berminat untuk membaca?

Tidak

Sering

Kurang

Sering

Sering Cukup

Sering

Sangat

Sering

A Majalah 8 8 7 9 3

B Komik 1 5 7 7 15

C Buku pelajaran 1 3 2 17 12

D Novel 1 0 7 14 13

E Koran 7 6 12 5 5

13 Apa tujuan yang ingin Anda

capai ketika membaca sebuah

buku?

Tidak

Penting

Kurang

Penting

Penting Cukup

Penting

Sangat

Penting

A Mendapat hiburan 1 0 7 10 17

B Memperoleh informasi/wawasan 1 1 3 8 22

C Menambah kosa kata 1 1 5 12 16

D Memperoleh pesan

moral/pembelajaran hidup

1 2 4 8 20

E Memperbaiki keterampilan

menulis

1 0 9 16 9

14 Ketika saya membaca sebuah

buku, saya biasanya…

Tidak

Sering

Kurang

Sering

Sering Cukup

Sering

Sangat

Sering

A Membaca setiap paragraf dengan

seksama supaya saya tidak

melewatkan bagian penting.

4 2 13 8 8

B Membaca dengan cepat sehingga

saya bisa segera tahu apa yang

sebenarnya terjadi

4 7 11 10 3

70

C Hanya membaca bagian awal dan

bagian akhir untuk mengetahui isi

utama buku tersebut

11 12 8 0 4

D Melewati bagian yang terlalu sulit 11 8 9 5 2

E Berhenti membaca ketika bacaan itu

mulai terasa membosankan

5 10 8 5 7

15 Hal yang biasanya membuat saya

tertarik membaca sebuah buku

adalah…

Tidak

Sering

Kurang

Sering

Sering Cukup

Sering

Sangat

Sering

A Ada banyak gambar menarik dalam

buku itu

2 3 8 3 19

B Penulis/pengarangnya merupakan

orang terkenal

1 1 11 14 8

C Buku itu memiliki judul yang

menarik

1 0 5 13 16

D Ada banyak informasi menarik di

dalam buku

2 0 8 10 15

E Membaca buku bukanlah kegemaran

saya

10 11 10 1 3

71

APPENDIX J

The Percentage of Questionnaire

1. Yes/No Question

No Item Yes No

1 Apakah Anda suka membaca cerita fiksi? 85.71 14.29

2 Apakah Anda suka membaca buku fiksi dalam Bahasa Inggris? 54.29 45.71

3 Apakah Anda suka membaca non-fiksi? 71.43 28.57

4 Apakah Anda suka membaca buku non-fiksi dalam Bahasa

Inggris? 40.00 60.00


No Item D5 D10 D15 D20

5

Jumlah buku fiksi yang sudah Anda baca dalam kurun

enam bulan terakhir adalah… 65.71 20.00 8.57 5.71

6

Jumlah buku nonfiksi yang sudah Anda baca dalam kurun

enam bulan terakhir adalah… 80.00 8.57 5.71 5.71


7 Berapa lama durasi yang biasanya

Anda habiskan untuk membaca

dalam satu hari?

Tidak

Lama

Kurang

Lama

Lama Cukup

Lama

Sangat

Lama

A Saya kurang suka membaca jika tidak

diperlukan

25.71 22.86 25.71 20.00 5.71

B Kurang dari 30 menit dalam satu hari 20.00 17.14 25.71 22.86 14.29

C Lebih dari 30 menit tapi kurang dari 60

menit dalam satu hari

5.71 14.29 34.29 28.57 17.14

D 1 atau 2 jam dalam satu hari 17.14 37.14 25.71 17.14 2.86

E Lebih dari 2 jam dalam satu hari 28.57 42.86 11.43 8.57 8.57

8


Anda untuk membaca buku

di rumah?

Tidak

Penting

Kurang

Penting Penting

Cukup

Penting

Sangat

Penting

5.71 2.86 2.86 37.14 51.43

9

Sebarapa setuju atau tidak setuju

Anda dengan pernyataan di

Tidak

Setuju

Kurang

Setuju

Setuju

Cukup

Setuju

Sangat

Setuju

72

bawah ini?

A Saya membaca jika Saya memang

diharuskan 8.57 17.14 28.57 22.86 22.86

B Membaca adalah salah satu

kegemaran Saya 0.00 11.43 45.71 28.57 14.29

C

Saya senang mendiskusikan buku

yang telah Saya baca dengan orang

lain

5.71 14.29 28.57 25.71 25.71

D Saya sulit menyelesaikan membaca

sebuah buku 31.43 25.71 28.57 11.43 2.86

E Saya senang jika mendapat buku

sebagai hadiah 2.86 5.71 34.29 22.86 34.29

F

Menurut Saya, membaca adalah

kegiatan yang membuang

waktu/membosankan

68.57 20.00 11.43 0.00 0.00

G Saya menikmati kegiatan pergi ke

toko buku atau perpustakaan 8.57 11.43 34.29 25.71 20.00

H Saya membaca hanya untuk mencari

informasi yang Saya butuhkan 8.57 25.71 42.86 2.86 20.00

I

Saya tidak bisa duduk diam dan

membaca bahkan hanya untuk

beberapa menit

45.71 22.86 22.86 0.00 8.57

10


Anda mempelajari Bahasa

Inggris berdasarkan tujuan

berikut?

Tidak

Penting

Kurang

Penting Penting

Cukup

Penting

Sangat

Penting

A Lulus ulangan/ujian Bahasa

Inggris 2.86 2.86 2.86 22.86 68.57

B Bisa membaca buku berbahasa

Inggris 0.00 11.43 20.00 17.14 51.43

C Bisa menonton film berbahasa

Inggris tanpa subtitle 8.57 14.29 17.14 17.14 42.86

D Bisa berkomunikasi

menggunakan Bahasa Inggris 8.57 11.43 5.71 20.00 54.29

E Lancar berbahasa Inggris seperti

penutur asli 14.29 11.43 8.57 28.57 37.14

F Mengunjungi negara berbahasa

Inggris sebagai turis 8.57 14.29 17.14 22.86 37.14

G Belajar/tinggal di negara

berbahasa Inggris 28.57 5.71 20.00 25.71 20.00

11 Jenis buku apa yang Anda lebih Tidak Kurang Suka Cukup Sangat

73

suka baca? Suka Suka Suka Suka

A Aksi, detektif, kejahatan 8.57 8.57 17.14 28.57 37.14

B Biografi 11.43 17.14 34.29 28.57 8.57

C Kisah Cinta 8.57 20.00 8.57 31.43 31.43

D Sejarah 5.71 11.43 31.43 31.43 20.00

E Ensiklopedi pengetahuan 11.43 14.29 22.86 22.86 28.57

F Kumpulan puisi 5.71 17.14 37.14 17.14 22.86

G Jurnal 11.43 28.57 37.14 17.14 5.71

H Cerita inspiratif 14.29 14.29 14.29 25.71 31.43

12 Seberapa sering Anda membaca

materi dibawah ketika Anda

berminat untuk membaca?

Tidak

Sering

Kurang

Sering

Sering Cukup

Sering

Sangat

Sering

A Majalah 22.86 22.86 20.00 25.71 8.57

B Komik 2.86 14.29 20.00 20.00 42.86

C Buku pelajaran 2.86 8.57 5.71 48.57 34.29

D Novel 2.86 0.00 20.00 40.00 37.14

E Koran 20.00 17.14 34.29 14.29 14.29

13 Apa tujuan yang ingin Anda

capai ketika membaca sebuah

buku?

Tidak

Penting

Kurang

Penting

Penting Cukup

Penting

Sangat

Penting

A Mendapat hiburan 2.86 0.00 20.00 28.57 48.57

B Memperoleh informasi/wawasan 2.86 2.86 8.57 22.86 62.86

C Menambah kosa kata 2.86 2.86 14.29 34.29 45.71

D Memperoleh pesan

moral/pembelajaran hidup 2.86 5.71 11.43 22.86 57.14

E Memperbaiki keterampilan

menulis 2.86 0.00 25.71 45.71 25.71

74

14 Ketika saya membaca sebuah

buku, saya biasanya…

Tidak

Sering

Kurang

Sering

Sering Cukup

Sering

Sangat

Sering

A Membaca setiap paragraf dengan

seksama supaya saya tidak

melewatkan bagian penting.

11.43 5.71 37.14 22.86 22.86

B Membaca dengan cepat sehingga

saya bisa segera tahu apa yang

sebenarnya terjadi

11.43 20.00 31.43 28.57 8.57

C Hanya membaca bagian awal dan

bagian akhir untuk mengetahui isi

utama buku tersebut

31.43 34.29 22.86 0.00 11.43

D Melewati bagian yang terlalu sulit 31.43 22.86 25.71 14.29 5.71

E Berhenti membaca ketika bacaan itu

mulai terasa membosankan 14.29 28.57 22.86 14.29 20.00

15 Hal yang biasanya membuat saya

tertarik membaca sebuah buku

adalah…

Tidak

Sering

Kurang

Sering

Sering Cukup

Sering

Sangat

Sering

A Ada banyak gambar menarik dalam

buku itu 5.71 8.57 22.86 8.57 54.29

B Penulis/pengarangnya merupakan

orang terkenal 2.86 2.86 31.43 40.00 22.86

C Buku itu memiliki judul yang

menarik 2.86 0.00 14.29 37.14 45.71

D Ada banyak informasi menarik di

dalam buku 5.71 0.00 22.86 28.57 42.86

E Membaca buku bukanlah kegemaran

saya 28.57 31.43 28.57 2.86 8.57

75

APPENDIX K

Fiction Reading Test

Untuk menjawab soal nomor 1-4, silahkan baca cerita tentang Sam dan Aunt

Jazzy di bawah ini.

Forever Minutes

Sam looked out the apartment window. He saw many people walking

along the sidewalk. He was looking for one special person, though. He was

looking for Aunt Jazzy. Aunt Jazzy was an artist, and her paintings were in an art

show. Aunt Jazzy had asked Sam to go see the paintings with her. So Sam was

very happy.

Soon Sam saw a tall woman at the end of the block. She was wearing a

shirt that had big splashes of colour. It was Aunt Jazzy!

“She’s here!” Sam called to his mother. He ran to open the door. Aunt

Jazzy stepped into the room and gave Sam a big and warm hug.

“Are you ready?” asked Aunt Jazzy.

“Let’s go!” yelled Sam.

Before long Sam and Aunt Jazzy were walking along the sidewalk. After

several blocks, Aunt Jazzy stopped in front of a tall building. She led Sam up the

stairs. A man walked up to meet them.

“We are happy to have you visit today, Ms. Wilson,” the man said. “Your

paintings are hanging in that room.”

Sam looked to where the man pointed. There was a big sign above the

door that said Forever Minutes by Jazzy Wilson.

“That’s you!” Sam laughed. He took his aunt’s hand and pulled her

quickly toward the room. Sam looked around the room. There were many

colourful paintings hanging on the walls. They made Sam think of the shirt Aunt

Jazzy was wearing.

“Did you paint all of these?” Sam asked. Aunt Jazzy smiled and nodded.

“Each painting shows something special in my life,” Aunt Jazzy

explained. “Some paintings show people, while others show places. I wanted to

remember all of these special minutes forever, so I painted pictures of them.”

Aunt Jazzy took Sam to look at each painting and told him why each one

was special. Finally, they looked at the last picture.

“This is my favourite,” Aunt Jazzy said with a smile.

Sam’s mouth dropped open. “That’s me and you!” he said. “I remember

that day. We took a picnic to the park and fed the ducks. It was a very special

day!”

76

“Just like today!” added Aunt Jazzy. “Now I have one more forever

minute that I want to paint when I get home!”

1. What is the central idea of this story?

a. Families remember special times they spend together.

b. Art helps us see beauty in the world around us.

c. Members of a family take care of each other.

d. Artists look at the world in a special way.

2. What evidence from the text shows that Sam and Aunt Jazzy care about each

other?

a. They finally looked at the last picture.

b. “She’s here!” Sam called to his mother.

c. Aunt Jazzy had asked Sam to go see the paintings with her.

d. Aunt Jazzy stepped into the room and gave Sam a big hug.

3. What happens AFTER Sam sees the sign?

a. Sam looks out the window to find Aunt Jazzy.

b. Sam and Aunt Jazzy walk along the sidewalk.

c. A man meets Sam and Aunt Jazzy in the building.

d. Sam pulls Aunt Jazzy toward the room with the paintings.

4. How does Sam feel when he sees himself in a painting?

a. angry

b. puzzled

c. surprised

d. unhappy

77

Untuk soal nomor 5-10, isi setiap bagian yang kosong dengan kata yang sudah

disediakan di bawah dengan sesuai dan benar.

Once Upon a Time

Once upon a time there was a prisoner whom nobody ever

(5)___________ to see, and to whom no friend ever came to say a kind word

in his dark (6)___________. He led a dreary, wretched life, but one

(7)___________ a little mouse came out of a (8)___________ in the corner.

As it was very shy, it disappeared as soon as the (9)___________ moved, but

soon it came back. He threw it a crumb from his scanty meal. From that day

the little mouse came back to see him every day.

The mouse used to come and snuggle up against his neck or play on

(10)___________ hands. To cut a long story, they became real friends, and his

dark cell never seemed as lonesome to the prisoner when the little mouse was

there.

his hole prisoner cell day came

Answer Key

1. A

2. D

3. D

4. C

5. Came

6. Cell

7. Day

8. Hole

9. Prisoner

10. His

78

APPENDIX L

Nonfiction Reading Test

Untuk menjawab soal nomor 1-4, silahkan baca wacana tentang Beaver di bawah

ini.

Beavers

Beavers belong to the same animal family as mice. Beavers and mice have

big front teeth. The teeth on both animals never stop growing. However, beavers

and mice are very different. First, beavers are much bigger. They can grow up to

four feet long. They can weigh over 40 pounds. Also, beavers can swim. Unlike

mice, beavers spend most of their life in the water.

All beavers live near rivers or small lakes. Some beavers dig holes in the

bank of a river. This hole is their home. However, most beavers build their homes

in the middle of the water. They cut down trees with their sharp teeth. They chew

off the branches. Beavers pile the branches in the water. They use mud to hold

them together. The door is under the water. So beavers swim under the water to

get inside. They climb up to a big room that is above water. Then the beavers can

breathe air.

Beavers live in places that can get cold. A beaver’s body is built to keep

the animal warm. First, it has very thick fur. It also makes a special oil that it uses

on its fur. The oil keeps the fur dry. Finally, a beaver has lots of fat under its skin.

The fat is like a blanket. It keeps the inside body parts extra warm.

Beavers are great swimmers. They can stay under the water for 15 minutes

before they need air. Beavers can close their ears and noses. Then water cannot

get inside. A clear skin slides over their eyes. Now beavers can see as they swim.

Moving around in the water is easy, too. Their back feet look like swimming fins.

There is skin between the toes. These webbed feet help beavers glide as they

swim.

Beavers have a round, flat tail. There is no hair on it. The tail helps

beavers turn and stop as they swim. It helps in other ways, too. Sometimes

beavers will strike their tail on the water. The big, loud splash scares away

animals that are not friendly. The sound also tells other beavers that there is

trouble close by. Beavers know they must find a place to hide. For most beavers,

that is their home in the middle of the water.

79

Questions:

1. Which is the BEST summary of this article?

a. Beavers are good swimmers.

b. A beaver’s body helps it live in the water.

c. Beavers and mice are in the same animal family.

d. Beavers can live in a river bank hole or a pile of sticks in the water.

2. Beavers are the SAME as mice because

a. They live in the water.

b. Their back feet are webbed.

c. They have fat under their skin.

d. They have teeth that do not stop growing.

3. Why would a beaver hide in its home if other animals come near?

a. Their home is in the middle of the water.

b. Other beavers help keep everyone safe.

c. Most animals are scared of sticks and mud.

d. A beaver can block the door with its webbed feet.

4. How long can beavers swim under water before coming up for air?

a. 4 minutes

b. 15 minutes

c. 40 minutes

d. As long as they want

Untuk soal nomor 5-10, isi setiap bagian yang kosong dengan kata yang sudah

disediakan di bawah dengan sesuai dan benar.

Healthy Lifestyle

Eating balanced meals and (5) ___________ every day are important parts of

a healthy lifestyle.

Certain foods give your body vitamins it needs to grow, make energy, and stay

fit. A good diet includes grains, (6) ___________, fruits, low-fat milk products,

lean meats, fish, poultry, and dry beans. Try to avoid foods that are high in fat or

(7) ___________. Focus on the amount and types of foods you eat over a few

days and try to eat a variety of (8) ___________ foods.

Exercise is also part of a healthy lifestyle, but safety is a very important

concern when it comes to exercise, sports, and kids. Sports on wheels, like

skateboarding, bicycling, and roller-skating can also be (9) ___________. Injuries

are worse when safety tools like helmets, kneepads, and wrist pads are not (10)

___________. Be smart—play safe and eat right.

80

exercising vegetables sugar different dangerous worn

Answer Key

1. C

2. D

3. C

4. B

5. Exercising

6. Vegetables

7. Sugar

8. Different

9. Dangerous

10. Worn

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